*Click here to access a downloadable Microsoft Word version of the Student Teaching Portfolio Guidelines.

Remember the principle of anonymity when putting together your portfolio. You should not name the schools where you have worked, your CT, or any students. You should not use photos that include students’ faces.

Reflection is at the heart of the portfolio. In each section, you will include artifacts as evidence. However, the real work is in your ability to reflect upon these artifacts, describe why they fit this area, and discuss how these elements serve as evidence of your proficiency in these areas.

Required Sections and Possible Elements:

Home

• Introduction/overview of the portfolio. Consider this a user guide for your readers;

This I Believe

• Statement of Teaching Philosophy (revised paper from Fall);
  • Artifacts that demonstrate how you have put that philosophy into practice (e.g. PPTs, videos, audio files, images);

Unpacking Practice

• Excerpts from videos or your Microteaching/Reflective Video, videos of you teaching, lesson plans, and written reflections (blogs or Vlog posts);

Community of Practice

• Artifacts that demonstrate how you participate in a community of practice; Problem-Posing seminar materials and/or reflections. Elements from blogs and the comment sections on your blogs; Teaching Primary Sources Professional Development Workshop

Teacher Work Sample (TWS)

• Choose elements from your TWS to highlight. You should describe these elements and discuss how they connect with the INTASC and/or NCTE standards/ Standards-Based Instruction;

INTASC Standards

• List the 10 INTASC standards and demonstrate how your work meets each standard by sharing and describing relevant artifacts;

NCTE Standards (EE TC’s Only)

• List the Elements of NCTE standards demonstrate how your work meets each standard by sharing and describing relevant artifacts;

Standards-Based Instruction (HSSE TC’s Only)

• List the Elements of NCTE standards demonstrate how your work meets each standard by sharing and describing relevant artifacts;

Student, Growth, Feedback & Reflection

• As a central part of learning to be a reflective practitioner, you will seek feedback from your students and reflect upon that feedback during the student teaching semester. For this portfolio element, you will:
  • Give your students a survey to fill out in ONE OF CLASSES you are teaching;
    • Give the students the first survey AFTER THE FIRST FULL WEEK that you take over that class;
    • Review their responses and craft a reflection that describes how you plan to adjust your planning and instruction based on what you learned from this inventory;
    • Administer a second survey in the final week of your full responsibility for that class;
    • After reviewing your students’ responses to the survey at the completion of student teaching, craft a reflection that describes what you learned from your students’ responses. Discuss how you might adjust your instruction in the future based on your students’ responses;
  • You must include both written reflections and a table summarizing the data from both surveys as artifacts in your portfolio. Remember that no identifying information should be included in these artifacts
  • Evidence that shows your work to guide student through assessment and feedback.

Master’s Defense

• This page should function as your key visual aid for your Master’s Defense. It should house the elements of the portfolio that you will highlight during your defense;

Required Artifacts

(Note: You are free to select the best place to include each of these items)

• 10 Lessons related to a specific theme and reflections (The TWS is a logical, but not the required source for these);
• A Unit plan (Fall or Spring)- Not necessarily your TWS- and a reflection on that plan;
• Teaching Philosophy Statement;
• 2 Writing Lesson Plans that include some kind of writing instruction and Reflections on those lessons;
• Blogs/Vlogs;
• Discussion of how your work fits the INTASC (all TCs) and NCTE standards (for EE TCs);
• Examples of multiple assessments; Feedback given to students and reflection on the effectiveness of that feedback;
• Examples of student work (that have been de-identified). These examples should show you putting multiple teaching and assessment practices to work;
• Work supporting diverse learners ELL and students with special needs;
• Both reflections from the student survey and a table summarizing the results;